Years 1, 2 & 3 English. Statutory requirements for spoken language Year 1, 2 & 3  listen and respond appropriately to adults and their peers  ask relevant.

Years 1, 2 & 3 English

Statutory requirements for spoken language Year 1, 2 & 3  listen and respond appropriately to adults and their peers  ask relevant questions to extend their understanding and knowledge  use relevant strategies to build their vocabulary  articulate and justify answers, arguments and opinions  give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings  maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments  use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas  speak audibly and fluently with an increasing command of Standard English  participate in discussions, presentations, performances, role play, improvisations and debates  gain, maintain and monitor the interest of the listener(s)  consider and evaluate different viewpoints, attending to and building on the contributions of others  select and use appropriate registers for effective communication.

Talk to your child Build a climate of words at home. Go places and see things with your child, then talk about what has been seen, heard, smelt, tasted, touched. The basis of good writing is good talk, and younger children especially grow into stronger control of language when adults -- particularly parents -- share experiences and rich talk about those experiences

Statutory requirements for ReadingYear 1  apply phonic knowledge and skills as the route to decode words  respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes  read accurately by blending sounds in unfamiliar words containing GPCs that have been taught  read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word  read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings  read other words of more than one syllable that contain taught GPCs  read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)  read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words  re-read these books to build up their fluency and confidence in word reading.

Statutory requirements for ReadingYear 2 Pupils should be taught to:  continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent  read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes  read accurately words of two or more syllables that contain the same graphemes as above  read words containing common suffixes  read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word  read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered  read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation  re-read these books to build up their fluency and confidence in word reading.

Statutory requirements for Reading Year 3 Pupils should be taught to:  apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet Some examples. ly: slowly, quietly, happily super–: supermarket, superman, superstar dis–: disappoint, disagree, disobey mis–: misbehave, mislead, misspell (mis + spell) The prefix in– can mean both ‘not’ and ‘in’/‘into’. in–: inactive, incorrect re–: redo, refresh, return, reappear, redecorate  read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

What is Phonics? When your child is learning to read there are two crucial things to learn: the sounds represented by written letters how to blend the sounds together to make words. Children are taught to read letters or groups of letters by saying the sound(s) they represent – so, they are taught that the letter l sounds like llllll when we say it. Children can then start to read words by blending (synthesising) the sounds together to make a word. At school, your child will hear teachers talking about blending, but you might also hear them refer to sounding out too.blendingsounding out All these terms focus on the same point – synthesising sounds.synthesising sounds

1.Saying sounds correctly This is really important when you are helping your child to learn the sounds. Just remember not to add an uh to the end of the consonant sounds – so say mmm not muh, lll not luh, etc. because then later it’s easier to blend the sounds together to make words. 2. Linking sounds to letters Encourage your child to make a link between the sound and the written letter shape. 3. Sounds represented by more than one letter Some sounds are represented by more than one letter such as sh in ship, ch in chat, th in thin, qu in quick and ng in sing

4. Tricky words Some everyday words in English have tricky spellings and can’t be read by blending. Imagine trying to read the word said or does by blending each letter! These are sometimes called high frequency tricky wordstricky words 5. Reading Books are decodable books.decodable This means the books contain mostly words that children can read by sounding out to get them off to a good start with independent reading. After your child has read a page, you can read it aloud again, to make sure that the story is enjoyed and understood. 6. Lots and lots of books! Carry on sharing and reading lots and lots of stories and information books to and with your child.

JUST BEGINNING Children who are just beginning the reading journey will benefit from lots of exposure to patterned stories. Rhyming stories - help to develop an awareness of the patterns of sounds and syllables in words, which forms the bedrock for good phonics teaching. Look for stories with a clear structure and repetitive language, traditional tales are especially good for developing knowledge of how stories work. Also look for stories which allow you to use a lively storytelling voice, where it sounds as though the writer is speaking to you direct from the page. Sound effects are great for encouraging children to interact with the story and take their part in reading along with you. Repeat reading of the same story, especially when your child asks for the book again and again, will develop familiarity and confidence about how language works.

OFF TO A GOOD START Early readers will enjoy having longer stories read to them. Episodic stories, where each chapter tells a different story in a longer book with an overarching story, are particularly suitable. Series are good as they allow children to develop familiarity with a cast of characters. Add more complex fairy tales to children's repertoire of well-known stories. You know your child best but most children will respond to stories with strong emotional themes. Continue to include plenty of rhyming stories and some poetry. Rhymes may be longer and more involved than books introduced when your child was younger

Statutory Requirements for Comprehension Year 1  develop pleasure in reading, motivation to read, vocabulary and understanding by:  listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently  being encouraged to link what they read or hear read to their own experiences  becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics  recognising and joining in with predictable phrases  learning to appreciate rhymes and poems, and to recite some by heart  discussing word meanings, linking new meanings to those already known  understand both the books they can already read accurately and fluently and those they listen to by:  drawing on what they already know or on background information and vocabulary provided by the teacher  checking that the text makes sense to them as they read and correcting inaccurate reading  discussing the significance of the title and events  making inferences on the basis of what is being said and done  predicting what might happen on the basis of what has been read so far  participate in discussion about what is read to them, taking turns and listening to what others say  explain clearly their understanding of what is read to them.

Statutory Requirements for Comprehension Year 2  develop pleasure in reading, motivation to read, vocabulary and understanding by:  listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non- fiction at a level beyond that at which they can read independently  discussing the sequence of events in books and how items of information are related  becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales  being introduced to non-fiction books that are structured in different ways  recognising simple recurring literary language in stories and poetry

 discussing and clarifying the meanings of words, linking new meanings to known vocabulary  discussing their favourite words and phrases  continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear  understand both the books that they can already read accurately and fluently and those that they listen to by:  drawing on what they already know or on background information and vocabulary provided by the teacher

 checking that the text makes sense to them as they read and correcting inaccurate reading  making inferences on the basis of what is being said and done  answering and asking questions  predicting what might happen on the basis of what has been read so far  participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say  explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Statutory Requirements for Comprehension in Year 3. develop positive attitudes to reading and understanding of what they read by:  listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks  reading books that are structured in different ways and reading for a range of purposes  using dictionaries to check the meaning of words that they have read  increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally  identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action  discussing words and phrases that capture the reader’s interest and imagination  recognising some different forms of poetry [for example, free verse, narrative poetry]  understand what they read, in books they can read independently, by:  checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context  asking questions to improve their understanding of a text  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied  identifying main ideas drawn from more than one paragraph and summarising these  identifying how language, structure, and presentation contribute to meaning  retrieve and record information from non-fiction  participate in discussion about both books that are read to them and those they can

Statutory Requirements for Spelling Year 1  naming the letters of the alphabet in order  using letter names to distinguish between alternative spellings of the same sound  add prefixes and suffixes:  using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs  using the prefix un–  using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]  apply simple spelling rules and guidance,  write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Pupils should be taught to:  spell by:  segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly  learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones  learning to spell common exception words  learning to spell more words with contracted forms  learning the possessive apostrophe (singular) [for example, the girl’s book]  distinguishing between homophones and near- homophones  add suffixes to spell longer words, including –ment, – ness, –ful, –less, –ly Statutory Requirements for Spelling Year 2

Statutory Requirements for Spelling Year 3 Pupils should be taught to:  use further prefixes and suffixes and understand how to add them  spell further homophones  spell words that are often misspelt  place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]  use the first two or three letters of a word to check its spelling in a dictionary  write from memory simple sentences

Let children see you write often. You're both a model and a teacher If children never see adults write, they gain an impression that writing occurs only at school. What you do is as important as what you say. Have children see you writing notes to friends, letters to business firms, perhaps stories to share with the children. From time to time, read aloud what you have written and ask your children their opinion of what you've said. If it's not perfect, so much the better. Making changes in what you write confirms for the child that revision is a natural part of writing -- which it is.

Statutory Requirement for Handwriting Year 1 Pupils should be taught to:  sit correctly at a table, holding a pencil comfortably and correctly  begin to form lower-case letters in the correct direction, starting and finishing in the right place  form capital letters  form digits 0-9  understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Pupils should be taught to:  form lower-case letters of the correct size relative to one another  start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined  write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters  use spacing between words that reflects the size of the letters. Statutory Requirement for Handwriting Year 2

Pupils should be taught to:  use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined  increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Statutory Requirement for Handwriting Year 3

Give the child, and encourage others to give, the gifts associated with writing: pens of several kinds pencils of appropriate size and hardness a desk lamp pads of paper, stationery, envelopes -- even stamps a booklet for a diary or daily journal a dictionary appropriate to the child's age and needs. Whiteboards of chalkboards

Be alert to occasions when the child can be involved in writing, For example: helping with grocery lists, adding notes at the end of parents' letters, sending holiday and birthday cards, taking down telephone messages, writing notes to friends, helping plan trips by writing for information, drafting notes to school and preparing invitations to family get- togethers. The list is endless!

Statutory requirements for Composition Year 1 Pupils should be taught to:  write sentences by:  saying out loud what they are going to write about  composing a sentence orally before writing it  sequencing sentences to form short narratives  re-reading what they have written to check that it makes sense  discuss what they have written with the teacher or other pupils  read aloud their writing clearly enough to be heard by their peers and the teacher

Pupils should be taught to:  develop positive attitudes towards and stamina for writing by:  writing narratives about personal experiences and those of others (real and fictional)  writing about real events  writing poetry  writing for different purposes  consider what they are going to write before beginning by:  planning or saying out loud what they are going to write about  writing down ideas and/or key words, including new vocabulary  encapsulating what they want to say, sentence by sentence  make simple additions, revisions and corrections to their own writing by:  evaluating their writing with the teacher and other pupils  re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form  proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]  read aloud to help with the understanding of the meaning. Statutory requirements for Composition Year 2

Pupils should be taught to:  plan their writing by:  discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar  discussing and recording ideas  draft and write by:  composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.  organising paragraphs around a theme Statutory requirements for Composition Year3

 in narratives, creating settings, characters and plot  in non-narrative material, using simple organisational devices [for example, headings and sub-headings]  evaluate and edit by:  assessing the effectiveness of their own and others’ writing and suggesting improvements  proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences  proof-read for spelling and punctuation errors  read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Share letters from friends and relatives Ask relatives and friends to write notes and letters to your child, no matter how brief. Writing is especially rewarding when the child gets a response. Thank-you notes - sit with the child and write your own notes at the same time. Encourage (but do not demand) frequent writing. Be patient with reluctance to write. "I have nothing to say" is a perfect excuse. Recognize that the desire to write is a sometime thing. There will be times when a child "burns" to write; others, when the need is cool. But frequency of writing is important to develop the habit of writing

Statutory Requirements for Grammar and Punctuation Year 1 Pupils should be taught to:  develop their understanding of the concepts set by;  leaving spaces between words  joining words and joining clauses using and  beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark  using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

Statutory Requirements for Grammar and Punctuation Year 2 Pupils should be taught to:  learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)  learn how to use:  sentences with different forms: statement, question, exclamation, command  expanded noun phrases to describe and specify [for example, the blue butterfly]  the present and past tenses correctly and consistently including the progressive form  subordination (using when, if, that, or because) and co-ordination (using or, and, or but)  some features of written Standard English

Statutory Requirements for Grammar and Punctuation Year 3 Pupils should be taught to:  extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although  using the present perfect form of verbs in contrast to the past tense  choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition  using conjunctions, adverbs and prepositions to express time and cause  using fronted adverbials  indicate grammatical and other features by:  using commas after fronted adverbials  indicating possession by using the possessive apostrophe with plural nouns  using and punctuating direct speech  use and understand the grammatical terminology accurately and appropriately when discussing their writing and reading.

Talk through their ideas with them; help them discover what they want to say. When they ask for help with spelling, punctuation, and usage, supply that help.. Your most effective role is not as a critic but as a helper. Rejoice in effort, delight in ideas, and resist the temptation to be critical

Grammar Terminology Grammar for Year 1 Nouns (dog) and Pronouns (I) Singular and Plural Suffix (-s/-ed/ing) and Prefix (-un) Adjectives Words and Clauses (joining clause using – and) Punctuation for Year 1 Full stop Capital letter Question Mark Exclamation Mark

Grammar Terminology Grammar for Year 2 Nouns (dog) and Pronouns (I) Singular and Plural Suffix (-s/-ed/ing/ly) and Prefix (-un) Adjectives Verbs Adverbs Homophones Words and Clauses (joining clause using – and ) Punctuation for Year 2 CL/FS Question Mark Exclamation Mark Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

Grammar Terminology Grammar for Year 3 Nouns (dog) and Pronouns (I) Singular and Plural Suffix (-s/-ed/ing) and Prefix (-un) Verbs Adjectives Prepositions. Homophones. Words and Clauses (joining clause using – and) Punctuation for Year 3 CL/FS Question Mark Exclamation Mark Commas to separate items in a list and separate clauses. Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] Inverted Commas for speech.

How to Write your Best Story Ever! Top Tips 1.Story sparks Every story needs a spark of inspiration. Encourage your child to look out for story ideas in everyday life. Maybe a place you visit on a day out could become the setting for a spooky story 2.All you need is a book Give your child a creative space that's their own – a notebook or journal for them to scribble down story ideas, invent incredible characters or even draw pictures of the places where they want to set their story. 3. Reader to writer Every writer is a reader and every reader can be a writer too. Talk to your child about the books they are reading. What are the best bits? What are the worst? Who's their favourite character and why? Encourage them to write down favourite lines and think about how the books they are reading could inspire their own spin-off stories and sequels. 4.Opening lines Sometimes the hardest thing about writing a story is the fear of the blank page. Help your child to conquer this fear by giving them an opening line. Challenge them to take a book off their bookshelf and use the opening line as the first line of their own story.

5. A picture can inspire a thousand words... A visit to an art gallery or even just looking at photos in a magazine can inspire a story. Encourage children to ask questions about the pictures they see – thinking about characters, settings and situations they can turn into a story. Wordless picture books can help children to invent their own story to accompany the pictures. 6.Making a map If your child is a big fantasy fan and loves stories about dragons, wizards and monsters, encourage them to create their own magical land. Look at maps of other fantasy lands such as Narnia and think about the stories that are set there. Making a map can help to inspire fantastic adventures.

Years 1, 2 & 3 English. Statutory requirements for spoken language Year 1, 2 & 3  listen and respond appropriately to adults and their peers  ask relevant.

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Years 1, 2 & 3 English. Statutory requirements for spoken language Year 1, 2 & 3  listen and respond appropriately to adults and their peers  ask relevant.

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Presentation on theme: "Years 1, 2 & 3 English. Statutory requirements for spoken language Year 1, 2 & 3  listen and respond appropriately to adults and their peers  ask relevant."— Presentation transcript:

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